multimodalidad

La habilidad de comprender y producir textos es una de las competencias básicas en la sociedad de la información y de la comunicación (OECD, 2000). Sin embargo, el concepto texto ha evolucionado adquiriendo una versatilidad que rebasa la concepción tradicional de texto escrito. Para superar este desfase al que la competencia lectora o las destrezas en la comprensión y/o expresión oral no llegan, se propone desde Alemania el término competencia textual y mediática. La finalidad de esta comunicación es reflexionar sobre la importancia de esta nueva competencia y dotar al profesorado de herramientas en el tratamiento de la competencia textual en el aula de ELE. Para ello, presentaremos un modelo...

New Ways to Teach and Learn Pragmatics for Advancing Academic Communication Competence: An AI-Mediated Multimodal Platform

Tressyalina Tressyalina, Bima Mhd Ghaluh, Ella Wulandari (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

Effective academic communication in multilingual higher education requires pragmatic competence, yet this dimension of language ability is often overlooked in instruction and insufficiently supported through feedback or authentic practice. Grounded in instructed pragmatics and technology-mediated learning frameworks, this study reports on the design, implementation, and empirical evaluation of an artificial intelligence (AI)-mediated multimodal platform developed to scaffold pragmatic competence in Indonesian within digital academic contexts. The platform integrates five interdependent features: automated text analysis to identify speech acts, politeness strategies, and violations of conversational principles; video analysis with multilingual transcription and theory-based annotation; conversation simulations providing context-...

Multimodality in third turn repetitions: Evaluation, mitigation, and the pursuit of responses in a Korean-as-foreign-language classroom

Eunhae Cho, Hee Jin Lee Park, Stephen Daniel Looney (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: interacción

Resumen:

This conversation analysis (CA) study extends our understanding of the complexity of three turn instructional sequences by investigating the multimodal turn design of a teacher’s third turn repetitions (TTRs) and the actions accomplished in the third turn position as well as subsequent post-expansions. The videorecorded data are from an undergraduate Korean as a foreign language classroom at a large US university. The analysis reveals how a teacher coordinates resources such as language, prosody, gaze, gesture, body movements, and objects during and immediately following TTRs to mitigate negative evaluation, direct student attention to trouble sources, and intimate answers. The findings show that...

Examining the quality of mobile-assisted, video-making task outcomes: The role of proficiency, narrative ability, digital literacy, and motivation

Sanghee Kang, YouJin Kim (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: enfoque por tareas

Resumen:

Although increasing evidence has demonstrated the benefits of mobile technology in diverse aspects of language learning, research on the use of mobiles in task-based instruction has been scarce. Particularly, there has been little research directly investigating predictors of the quality of mobile-assisted, video-making tasks. To fill the gap and contribute to the area of emerging technology-mediated, task-based language teaching, the current study examined predicting factors of the quality of digital-video-making task outcomes. Forty-eight Korean high school students completed a digital-video-making task using a mobile application called KineMaster. Students created a self-introduction storytelling video focusing on their experiences of success or failure in their life. To examine predicting factors (English writing proficiency,...

AI-Assisted Digital Storytelling in EFL Teacher Education: A Qualitative Case Study of Digital and Multimodal Literacy Development

Bessie Mitsikopoulou (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

This qualitative case study explores how English as a foreign language (EFL) student teachers engaged with generative artificial intelligence (GAI) in the collaborative design of digital stories within an advanced undergraduate course in 2024. During the semester, participants critically evaluated and applied various AI applications, such as text-to-image generators, automated video editors and speech synthesis tools, to support different stages of multimodal story production, including script drafting, visual design, audio narration and video editing. Drawing on a corpus of 69 reflective papers (approximately 75,000 words), the study examines how student teachers integrated visual, auditory and textual elements to achieve multimodal cohesion and narrative coherence. The analysis focuses on participants’ practices and strategies for...

Memoria de mamífero y mirada irónica: texto poético e imagen en clases de E/LE

Tomás Ortega García (2014)

Foro de profesores de ELE

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Tipo: artículo

Metodología: propuesta didáctica

Temas: literatura

Resumen:

En el presente artículo nos proponemos desarrollar el aprendizaje del español con la ayuda de actividades relacionadas con la Literatura, el Arte y la memoria, además de fomentar la escritura creativa y ampliar habilidades gramaticales y léxicas utilizando como elemento discursivo la opinión personal y la ironía a través de recursos textuales poéticos, mapas, fotografías y viñetas en la clase de español para extranjeros. Está dirigido a estudiantes de niveles entre B1 y C1 del MCER.

Voices beyond the screen: Charting language learning with digital storytelling

Thi Hue Dong, Sufen Chen, Wen-Ta Tseng (2025)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: storytelling/narración

Resumen:

Although digital storytelling (DST) has been a potent pedagogical approach in language learning, robust statistical evidence of its effect has yet to be determined. As such, in an attempt to assess the influence of DST on language learning and explore factors modulating its effectiveness, the current study conducted a thorough meta-analysis to address the research gap. The current meta-analysis consisted of 34 experimental studies published between 2006 and 2023 with 3,208 participants and 45 independent effect sizes. The results of the Bayesian meta-analysis showed a moderate-to-large effect size of 0.74 that confirmed the facilitative effect of DST in language learning. Furthermore, the results of moderator analyses revealed that multimodality, learning activities, intervention duration, and assessment format significantly modulate...

Three heads are better than one? Digital multimodal composition completed collaboratively versus individually

Mimi Li, Quang Nam Pham (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: multimodalidad

Resumen:

Digital multimodal composing (DMC) has attracted language instructors’ and researchers’ increasing attention during recent years. Previous studies mainly investigated the students’ DMC processes and perceptions, but DMC products are underexamined, and in particular, scarce is research comparing collaborative DMC products and individual DMC products. This article reports an empirical study conducted with 185 EFL college students in an English for specific purposes (ESP) course in Vietnam, in which they completed two infographic tasks using Visme, one collaboratively and the other individually. The DMC products were graded according to a rubric assessing the aspects of content/organization, multimedia/visual effects, and language use; the accuracy of the students’ infographics was also evaluated. The results of variance (MANOVA) test...

One size fits all? In search of the desirable caption display for second language learners with different caption reliance in listening comprehension

Ping-Jung Lee, Yeu-Ting Liu, Wen-Ta Tseng (2021)

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Tipo: artículo

Metodología: estudio empírico

Temas: comprensión oral

Resumen:

Existing research has established captions as effective second-language (L2) or foreign language (FL) listening comprehension aids. However, due to the transient nature of captions, not all learners are capable of attending to captions in all cases. Previous work posited that to leverage the impact of technologies in learning and instruction, a better understanding of the interplay between technology and cognition is warranted. In this vein, the current study set out to investigate the effects of four different caption modes (full vs. partial vs. real-time vs. control) on the listening comprehension of 95 high-intermediate Taiwanese learners of English as a foreign language (EFL) with different caption reliance (i.e. more-caption-reliant vs. less-caption-reliant). The results showed no significant difference between the participants’...

Literatura comparada: el Surrealismo en la Literatura y otras semióticas en las clases de E/LE

José Enrique Peláez Malagón (2014)

Foro de profesores de ELE

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Tipo: artículo

Metodología: trabajo teórico

Temas: literatura

Resumen:

Este artículo, desde un punto de vista comparatista, presenta el psicoanálisis como herramienta común a diferentes semióticas de tal manera que desde esta perspectiva podemos llegar a profundizar en los comentarios y análisis de las obras que se estudian dentro de una clase de cultura, literatura o arte en el ámbito de la E/LE.